Русскоязычная версия опросника юношеской апатии Р. Хандельмана
The present study aimed at Russian-language adaptation and validation of the Handelman’s Adolescent Apathy Inventory (AAI). The study group consists of 346 students, who are enrolled into Omsk State Technical University (OmSTU). Results from exploratory and confirmatory factor analyses confirmed the measure’s one-dimensional structure. Moreover, correlation analyses provided evidence for the inventory’s convergent and divergent validity: adolescent apathy showed positive correlations with alienation from study (OSA-S) and amotivation (AMS-C) and negative correlations with intrinsic motivation for knowledge, intrinsic motivation toward accomplishments, intrinsic motivation for stimulation, intrinsic motivation for self-respect, identified regulation, introjected regulation, extrinsic regulation (AMS-C), vigor and dedication (UWES-S). In addition, inventory showed good reliability (α-Cronbach = 0,76) and temporal stability over onemonth period (mean test-retest correlation = 0,71). The present findings provide adequate support for the reliability and validity of the Russian version Adolescent Apathy Inventory.
This article discusses ways to stimulate students' motivation to participate in extracurricular activities. The author points out the following forms of extra-curricular activities: administrative, informative and entertaining. The author proposes the scale of assessment of students for participation in extracurricular activities. These forms should be taken into account in the rating system of the student's academic achievement
This paper studies the results of integration of massive open online courses (MOOCs) into curriculum of the ESP (English for specific purposes) course at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The experimental teaching with integration of MOOK component in the ESP course have demonstrated that the educational outcome in this case may be higher than in a traditional course, due to the increase of students motivation provided by individualized learning, the use of modern authentic teaching materials, participation in international educational community. Research findings illustrate that imbedding MOOCs in the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community, under the condition that on-campus courses have been re-designed to incorporate MOOC-like components.
The article is devoted to the problem of the students’ reflexive skills development in the framework of the project - based learning. The author considers the implementation of the adapted method «Six thinking hats» by E. de Bono as the tool that supports teaching-learning reflexive strategies in academic speaking in a foreign language.
Charity work is one of the main resources for activities of non-profit organizations. Now there are not enough young people among volunteers. The number of features and the potential of young people make them attractive for involving into charity work. The article concerns young volunteers’ behavior. The authors study young people’s motivation, its influence on students’ engagement in volunteering. Indicators of engagement are hours donated to the charity, regularity and type of volunteer activity.
The paper considers a peer assessment technology for in the international IELTS exam preparation as a part of English for specific and academic purposes course at the Faculty of Business and Management of the Higher School of Economics for "Business Informatics" speciality. The novelty of the presented model of training consists in developing the technology of peer assessment of a written statement, including seven consecutive steps, as well as rubrics and assessment algorithms created to improve the quality of students performance. The results of the research have shown that the use of the peer assessment technology contributes to a more conscious students’ engagement in the learning process, and in the process of self and peer assessment, maintains motivation at a high level and facilitates the development of critical thinking skills needed for the future professional life. Therefore, peer assessment technology can be effectively integrated into the English language course curriculum (ESAP module) at the National Research University “Higher School of Economics”.
How students experience higher education? What activities they conduct inside and outside classroom? Are they satisfied with teaching, with learning environments and student services? These questions are of central importance for university officials, for prospective students and their families, and for the state as the main funder of higher education in Europe. Student surveys have become one of the largest and most frequently used data source for quality assessment in higher education. The widespread use of student survey data raises questions of reliability and validity of student survey data used as evidence in higher education decision-making. This chapter addresses the development of student survey instruments and the use of student data analytics for the improvement of teaching and learning practices and learning environments. First, we discuss policy context in which student survey research has proliferated. Next, we offer an overview of the most influential student survey designs and discuss their limitations. Third, we present different institutional approaches to student data analytics as part of institutional research. In conclusion, we offer recommendations to policy-makers regarding quality standards for survey design and the use of student survey data as evidence in decision-making. Among other things we suggest that the advances in educational technology and students’ universal use of technology offer new possibilities for data collection directly from students. Methods, such as digital ethnography, which seeks to adapt qualitative methods to digital use, are particularly promising.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.